M/)\THS SMART Teacher’s GuideNumbers to 100 eee Ba ces cael ‘Assess knowledge of counting fo 100: Pupils have learnt to say numbers up fo 100in Grade | Get pupis fo toke turns to say numbers from I to 100 in order, (212 Alon Ping Hose Pe Lt — —i—tSOSS IN Po Od Chapter Opener Looming Outcomes) + Count the numberof objects Carin 05 periods Material + Countersfcubes + BMT: Number chor! (Appendix) ‘he piture shows Asi Tom and Smarty setting up fo a brinday pory 1. Get pupis ro observe the food and dink set up on the fable ‘Ask How many glasses of inks ae theres (36) 2. flash BM I: Number chat found inthe Appendix onthe screen, Point out'36' on the number chart to snow pupils how tne numbet witten 3. Got pupit fo count he total number of sweets snown in the picture ‘Aske How many sweets are therein ‘i 2) 4. Use the number char to show pupils how the number 52 written 5. Dect pupis’ attention to the packets of otipopsin the icte, sic How many packels of flipops tte there? How mary lotipops are therein each pact (3 packe's with 10 olfpops each) 6. Get pups to count he total number Cf oipops by making @ model with the help of countes/cubes. Make ttvee ses wih 10 countes/cubes each fo represen the thee packets of lolipops. Have pups count the {otal number of counters/cubes 10 nd the tote number of iotipep. ‘Ask How many lolipops a rnere in iF (20) Have pups ques the number of people that ore nvited tothe party ‘Ask: How many people do you think ‘te hited fo the party? (Get pupls to respond teely an js thee conswers) jetties Aiea wr otteomars eoLesson 1.1 Numbers to 100 ‘+ Count read ond wate numbers to 100 Can 35 periods cones ens materials + Counters/cubes + Worksnest .2: Count the beods (appendix) + Worksheet 13: Snokes and lodders (appendix) 4+ BM 11: Number chart (Appencia) Lesson Development 1. Have pupisrecol how they counted umber from 1010 20in Grade. 1 by making tens nd then counting ‘on. Demonsate this using counters! cubes 2. Explain fo pupils hat they con count rumbers om 20 o 100in he some franner by making fens ond then | counting on, 3, Relerpupilso p.2of the Textbook explo how they con count 21 penis ond how the number 25 ‘tien, Say; To count the numberof pencil, ‘make groups B10. ond then count On. in he fi! lusration there ore 2 groups of 10 pencis and ? single pencil So, there re 21 pencis inal We can write the number 21 in words {5 tweniy-one' Vite out the wards twenty-one” on te boars as you say ih 4. Use the iusrations on Textbook p.2 foexplainhow to count and write the numbers 20nd 23 smior 5. Uke counters/eubes to show pups hhow to count the number 24. Place the countersin2 groups of 10nd ploce 4 countess sales. fake How many counters are there? (a) Continue using the counter/evbes fo show numbers tom 251030 and ‘96 pups fo count he numbers ite each number an the boordin ‘numeral and in words -_— Numbers to 100 Counting in tens and ones se @ Bee aga twee = &-—-— te twenty-two = &--— We Sa eR Sa oa ‘twenty-three entiated Learning Strategies ig learners: pls fo count rumbers up to 100 wsing a vetval Sel the staring number and the increment 1d get pupils to count ciong. You con stop the nfo when i aches 100. The vital counter can be: Jon the folowing website: Jorn combiesiceprimary.com/ambleweb/ jalmaths/supersequencerhimi aorta aig Hee Pat Niece46. Relerpupi o he table on p. 3 of the Textbook. Get pup io count the number o sticks in each row of the foble. Then, on the board, show pupils how the numbers witen in rumercs and in words. Say: When there are 2 groups of 10 seks there are 20 sticks. We wate 20in words as twenty’. there ore 2 {gups of IO icks and & more sticks there ore 24 ks, We write 24n words os Iwenty-fou. Note that the at ofthe word before the hyphen represents he number of fens (2'ens = twenty) and the part after the hyphen represents the number ofones. Q9iil) QUT nee EY Sea ee | 89> Sui SSN | [se 493 x 7. Aske there are 3 groups of 10 slicks how many sics are there? How 0 you wnte ths number m words? (20 sick: We wite 30in words as in) 8. Get pupiso soy the next ten ‘numbe’s cfter 30. Point ou! the numbers on a 1,1: Number ena (found the Appencty) so that pups con see how each number i ‘ren How many pncisorehere? en nameras ona words | ‘Assign pupis this question os an informal ‘sessment! fo check thei understanding ‘of he concepts taught 50 for Get pups to count the number of {OUP of 10 pencis and then the ‘umber of single pencils o find the total ‘number of poncts (©ILAKon ting Hoe eat ‘Maths SMART Teacher's Guide Grage 2 69. Explain to pupis that when they make groups of 10 fo count objects they ate actually counting in tens. Say: When we make groups of TO! we are counting in tens. For example. | group of IQ or I fens |s 10.2 groups of 10.r2 tens is 20, ‘and 3 groups of 10 or 3 tens is 30. When we count on in tens fom the number 10, we ore actualy adding ‘one more group of 10. $0. we get 2 £0ups oF 10.0r2 fens, whichis 20.0 20. i we add another group of 10. ‘we ge! 30, Thus, counting on in tens from 10.gives the numbers 20, 30 and 10. Refer pupils fo p. dof the Textbook, Use the ilutrations fo explain how they can count on in fens rom the number 3. Say 3 ens is 20. Counting on in tens from 30 gives us 4 tens oF 40, 5 fens or 50. 6 tens or 60, and s0 on, 11. On the board, show pupils how the numbers 40, 50 ond 60 are written in humerais ond in woes. 12, Get pups to continue counting on in tens trom 60, ‘Aske Can you count futherin tens? (Guide pupils 1 respond by giving them clues such as 7 tens’, 8 tens’ ‘ond :0 on) Counting in tens - ye Can you count further in tens? How many will we get ifwe add another xplain fo pups that they can count on in fives just as hey can count on in tens. Get pupils to write down “numbers from 40 to 80 and circle every fifth number after 40. Get pupils to read out the circled numbers to count on in fives trom 40 to 80. (©2012 Aizon Patong Howe Pe Lid1s continue counting. oe SO er F199 F gg Years ‘Year OMe by "Sis, S is ancy leg Aled a century and 3 928° *f re ‘dd, Since 10 tens = 100% T0-decades in a cent (©2012 Aon Pbteing Hote Fs Maths SMART Teacher's Gi Reter pupils to p.§ of the Textbook Use the tobie 10 show pups how the numbers 70,80, 90 and 100 are writen in numerals and in words Say:/7 tens is 70, 8 fens is 60. 9 tens is ‘90.and 10 tens is 100, Flosh ‘BM 1.1: Number chest (found inthe Append), on the screen ‘nd highlight the numbers in the rightmost column. Get pupils 10 hotice thot when they count on in tens, they ore actually counting every tenth number in the sequence of numbers Hond out Worksheet 1.2: Count the beast" {foundin the Appenday. Get ups to complete the worksheet focheckif thay are able 10 make groups of 10 10 count the number of objects16. Place 46 cubes on the table in front of he class. Do not reveal the number of cubes fo the pupils. ‘Explain fo pupis thal they con count the number of cubes By making groups of 10 Group the cubes into 10s. Guide ‘pups to count the total number of Cubes using the questions below. ‘Ask: How many groups of 10 are there? [4] How many more single ‘cubes ore there? (6) Say: ere are 4 tens o” 40 cubes ‘ond é more single cubes. 40.0nd & make 46, $0, here are 46 cubes inob Refer pupis to p. 6 ofthe Textbook: Use the ilustrations to reiterate how fo group the cubes in 10s and then count on. (On the boar, show pupils ow the: umber 46's wrtten in words. Soy: 4 groups of 10 or 4 tens makes forty cubes, and there ore 6 more ‘cubes. $0, we write the number os fortysx ‘Assign pupis this question as on informal ‘ostessment fo check ther undestoncing of the concepts taught so fa Have pupis count the number of groups of 1D ely beans ond then the number of Single jely beors fo find the fol. rene were There are 46 forty-six! cubes. How many ll beons ore there? ‘Viren numer andin words Pupils offen count the number of objects correctly but make errors while writing the number in words. Highight to pupils that the fist word (before the hyphen) should represent the tens — for example, if there are 4 fens inthe number, then the first word is forty, if there are 7 {ens in the number, then the fist word is seventy. The second word represents the ones and is he number left over after grouping into 10s. (©2012 Atton abn Howe Fe Lda Bingo! ‘Materials needed (per group: Get nto oso + Bingo cor 5 + Tbog with numbered cs rom 1 fo tach person nthe ev toes ee Beco 10 © cry nts antes dt hon oy ani Objective of activity: thenote + Hdenty and cross out mbes tht Cre read cu! to win the Bingo GONE Activity no |. Get puplsinto groves ond aeibute fv Bingo cards ond c boa with ‘umbered discs trom | 0 100 to each group, Payers eros out the turber that is reod out iF appears on ther Bingo cant © cero takes ters to Pek sunbed de on ‘he og Repeat steps 2 Read and expoin the instructions aa {othe pupis, demonstrating where necessary © continue picking dies and reairg out anbers unt sre Payer hos crossed outa om of fe rnbers esther honsontaly, verily or agony ome shouts “Binge 3. Point out to pupils that if they do not know how the number react out is written, they con check with ther ‘group memicess belore crossing out ‘he number, [Tre player ho shouts “Bingo” fst the sane Go tociferent groups to check Pupils’ understonaing of the task and (0s831 those with leaming cities, Further Practice: ‘SSeS pupis' understanding of the ‘concepts and si leamt so for by ‘geting them fo onswer Questions 1 4 found on p. 8 of the Textbook ‘Assign Wotkbook 24, Chopter Worksheet 1 (pp. 1-4 forhomework, \@P Follow-up Activity : | Objective of activity: : | Test pupis’ understanding of counting on in tens ' | Activity notes: ' | Pups con remain in groups of five. Get each pupiin | the group to take a new Bingo card. Have one player | | Pick o numbered disc from the bag and read out he | | number. Have pupils cross out the numbers that they | \_ get by counting on in fens from the number on the disc ee eos es ©The questions on p. 8 assess pupils ferstanding o! the concepts ond skis int so fa. They con be assigned Os vidual class work Counteod | 1-7 ondwrie | rombers to | 100. The questions on pp. 1 4°of the Workbook conespond to the concepts ‘and skis covered inthis On Your Own. They can be ossigned os homework: @ How many are there? @- ee “QOCEG GEEEE @ Write these numbers in numerals. {o) twenty-four (2) tb) thiny-tive (35 {d seventy-eight (78) (dl eighty-two | #2 © write these numbers in words. {ol 57 ines) (b) 69 Sains fa 91 lene () 100 (nerfed @ Filin the boxes. {ol 40nd 8 make (i). ) (60) and 7 make 67. Alternative materials: Test pupils! understanding of cou ‘by getting them to play the game on the following, website: hiip://wwwiclgames.com/fairytog)0s_v2.ntm! perm ai For struggling leamers: Get pupis to complete an activity that will reinforce their understanding of wing numbers in words and numerals found on the following website: hntfp://wwew il. com/math/grade-2/aite-numbers-Up- 10-100 (©2012 Aton Pong House PeedEstimation Without counting there are? Leaming Outcomes 12, CON YoU estimate or guess how many marbles ZI Gielen esinvicne ot up to 100 objects 909 9 000.0 0 000 “pavods e O° Pe of ee estimate Now. iy looking at how much space a group of 10 marbles occuy Then guess how many groups of hae oe i ee ce + 22morbles + BM 1: Number chart (Append) + BM 14: Number rack 2040 30, (Apponcx) + BM 1.5: Number kack— 40 to 50, taper) Lesson Development 1. Show pupisa transparent glass jor that con contain about 20 morbies, Drop 10 marbles ina the jor Say: Let us the jor with marbles So, there are about 3 groups of 10, or 30 marbles altogether. ave placed 10 marbies nto This jr Get pupis to observe how much space the 10 moroles occupy, Drop 12-more martes int the jot but donot reved the number of ‘marbles to the pupils ‘Ask: Can you gues the folal number ‘of marbles in the jar now? (Get upIs to respond freely.) Expicin fo pupis that they can guess the number of marblesin the jr by ‘compacting the space occupied by the fest 10 marbies andthe nent set cf morbies Say: Since the marbles laropped into the jor occupy about the some space os the fest 10 marbles in the Jar you can guess hat leropped ‘about 10 more marbles into the jor, So, the fotal number of marbies in the jars about 20, Point out to pup that when they moke o reasonable ‘guess about ie numberof marble inthe jo, pea anil cuir they are estimating the number of jo paint a room, he am ‘toad {6 Reler pupis to p.9 of the Textbook Reiterte the concept of estimation Using the ilusrationt on ths poge, es wanes raers one cns BS,15. Flash BM 1.5: Number track — 40 10 50' found in the Appendix) on the | screen, Get pupis fo compare the postions of the numbers 49 ond 47 ‘ond 47 an 50 on the number track todetermine which par of numbers ‘Fe closer. ‘Ask: Which isa better estimate of the number 47 — 40 or 50? (50, because Disclose fo 80 than f0 40) Whose estimate « better? (Tom's estimate) 16 Ae tne acinar of i t t ' vounove beenoeler eon es coud am yourenswer fan's estate woud aire ioe have been better because 43 i ‘closer to 40 than to 447 is closer to 50 than to 40. oe . Somis esiimate is closer fo the actual number of clips. 17. Point out to pupils that while it is era beter esimale Convenient fo give on estate of the number of abject closes fo the nearest tens (4 tens or 40, 5 tensor 60 {0nd $9 on), on estate of a number con be any number close fo the cto! number— for exomple. a box has 3 cips, we con say thot 35 iso good estimate of the number of Cipsin the box {Estimate Then count find the actual number, @ @P4S 62 BBG gesas a 18. Get pupis to compare the number frocks in BM |.Sandon p. 120! he Textbook Expicin to pupiE that tis enough fo use a number track fom 40 fo 5010 check whether Tom's estimate or Min’s estimate isa better = timate (BBP Ac cour ‘Assign pups this question as an informal ‘assessment fo check thelr understanding of the concepts taught so far. To estimate the number of tea cups q without counting the actual number. get s Differentiated Learning Strategies publ to group 10 hem together ord cer aioe nee look at ow much space they occupy. apap wn ie reany auch eo lowing activity to help pupils with Gousol lhe wenn ine pense esimation si ond help them entity an estimate faster. Callout some numbers from | to 100 and has ups write down the two ‘tens’ between which fie. For example, ityou call out the number 45, pups have to write down the numbers 40 (4 tens) and 0 (5 Spee practice: tens). as 45 lies between 40 and 50, , ‘sess pups’ understanding ofthe Concepts and sas eam! so fr by ‘eting nem to answer Guestons 1 &2 found on p13 of the Textbook ‘Assign Workbook 2A, Chapter |. ‘Worksheet 2 (pp. 5~ 6) for homework. corer rn un rites aes=z asd the questions on p. 13 assess pupil Undlentanding of the concepts and skis oe ee Then count fo find the actual number. Jearnt so far. They can be assigned os reaper aan ercvel ss wor Sa phe SR ge eR Perey wares Stils Check She oe Ses oe OF ote tt hye % eee te ge RF oe tstmat 459°" ctu cou wwe @ to pirzebaow shove some bons + Cite Tina estimates that there are about 70 ribbons. sorb of Simon esimaies tho! here ere bout 60 oven. Spe" | FE Dp PPP Pree Fy PP 2 Sai a Beh he th | Sexo" PRA P Met y — ae a re |" enbest ” oe a 2 Woe objects LT yy ET dy * ion Bog RPP ae oe at ot SE oe waa cee How may er re - Yh ec ete? i eee cree => | (ipeecamntanncs chs pia nti ae eee eLesson 1.3 Place value — Tens and ones Giri ‘+ know the value of each digitin c hwo digit number Teaching Time) 4 petiods valve + Worksheet 1.7: Place valve (Appendix) + Worksheet 1.8: What number am I? (Appencix) + BM 1.6: Place value table (Appendix) Lesson Development 1. Explain to pupils that they have Jearnt fo count the number of ‘objects by placing them in groups of 10, then counting the number of 10s ‘and the number of sngle objects Point ou! fo pupil thal they can also ‘count ebjects using a ploce valve table. 2. Refer pupils to p. 14 ofthe Textbook. Use the ilustations to explain that the cubes con be divided into two ‘groups of 10, after wrich 4 single cubes remain. a Bout ea ae an Seen ea ieiseien wee Soefatamiass eth e ecient Saat ae Ey cre tee rane Place value — Tens and ones &S> How many sod ores ore hee ‘What is 1 ten ond 4 ones equal 10? ‘a we Min won fo count he number of cubes she has, he uses o place vaive table o help her count | 2tens 4 ones =24 While teaching place value concepts, the fundamental idea that needs to be stressed isl the value of a digits determined by ils postion in number. The same digit can have different values in different postions. Highlight to pupiss that the digit in the tens place represents a group of 10, so i he. number 2's in the tens place, it actualy represents 2 ‘groups of 10 each and hence has a value of 20. Reinforce concepts in place valve by carrying out activity in "Worksheet 1.7: Place valve’ (found in the: Appenix| in class, This worksheet contains instruction ‘on how to cany out the activity and ni giro aca she sen ananeoel b= (©2012AsonPubletng Howe PedInthe number 24, lal the digit 21s in the tens place. | Soin this number, the digit 2 stands for 2 tens and thas a vale of 2. [bl the digi 4 sin the ones place. ‘So in this number, the digit 4 stands for ; eres nthe number 44 ones ond ithas valve of 4 \ ‘ \ ico sons? Flin the boxes below. inns umber 6 edgt BBD sin the ones ple hos ovate of {1 the digt (HBP is in Prwoe | The zero in the tens place represents 0 tens or 0. the | ze10 in the ones places represents 0 ones or 0. Thinking Skills — Deduction Pupils are required to deduce the value of the zeros in the number 100 by applying the general rules they {Rave leomt about the place vaive of numbers. (© 2012nenPubihing Howe Ps Exploin the concept of the valve of {dia in the tens ond ones place. Say:in the number 24, the digit 2 in the tens place. Itrepresents ? groups (of 10 or? tens, 80 it has a value of 20. The digit 4is in he ones place. It represents 4 ones and has a value ofa ight to pups atthe value of Seigtinamumber copends on the Bastion of he dig akc wor she vue ofthe ii 5 inthe nomber $39 tne ht 5 inte fos place and has @ waive 6150) Whats the wolue of he gt Sin he number 18¢ fhe cig Ss Ine ones place and hos o valve ors) Assign pupils this question as an informal ‘assessment fo check thet understanding ‘of the concepis taught 50 for Get pupis to count the number of tens fond the number of ones in each column fo.complete the place value table. Fave pupis use the table 1o complete the rest of the question imssauiataratensenseca &a Show me the values! Materials needed (per pai: + 201wo-cigt number coras + 9 blocks 10 cubes + 9single cubes, Objective of activity: * Use blocks of 10 cubes and single cubes fo show numbers Activity notes: 1. Get pupit into pais and dstrbute 20 two-dait number cards. 9 Blocks of 1Ocubes ana 9 single cubes to each Pair 2. Read and explcin the instructions fo tne pups demonstrating where necessory. 3. 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